Better played than taught ! Learning with the body and the senses. Here’s a method already employed here and there. For users, the impact is positive, motivating and rewarding. However, all educators, teachers do not think about this method. Or perhaps, they think about it, but do not dare to use it. We’re not talking…

We are a team of teachers who believe in the power of drama when teaching a foreign language. During a two year project, we are going to create resources for L2 teachers or teachers for migrants such as workshops, videos, tutorials, e-books… If you are interested, join us ! Partners : English Com’Eddy Theatre, Bordeaux…

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SIMELTA TEAM

We are a team of teachers who believe in the power of drama when teaching a foreign language. During a two year project, we are going to create resources for L2 teachers or teachers for migrants such as workshops, videos, tutorials, e-books… If you are interested, join us ! Partners : English Com’Eddy Theatre, Bordeaux…

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Better played than taught!

Learning with the body and the senses. Here’s a method already employed here and there. For users, the impact is positive, motivating and rewarding. However, all educators, teachers do not think about this method. Or perhaps, they think about it, but do not dare to use it. We’re not talking about using it exclusively, but to expand their teaching palette. When the time comes where the teacher faces a different, less suitable audience where their habitual methods become completely refractory, they will still have an educational response, an extra string to their bow to reach the end of their mission. In other words, the educator himself will be valued, because of his expertise: he’s going to feel more confident, more fulfilled.

For some the very word “theatre” scares them. Encouraging its use and reminding that, above all, theatre can be a fun activity that uses the body and mind, and that there is no need to go seeking out and interpreting classical texts for the utilization of teaching material, we can help them to make it. Playing, memorization, the dynamic position in opposition to a more commonly static one, the creation of texts by teachers and/or students are all vectors of success for the two forces, regardless of the age of the recipient. But to convince, one must be convinced. It is for us to advance and encounter these educators, to help them experience this method, through workshops and training, led by professionals that can be found among our partners or even outside as appropriate. These workshops and training modules will be extended at the end of the project.

By combining our experience and going out to meet teachers and educators, questioning them on their wants, their needs and their expectations, this project will develop a sufficiently broad and equally important accurate guide for those who would like to look at it without having the slightest notion beforehand. In fine, it will allow the development of resources, gateways to allow teachers appropriating the method adapting to their real needs, thus adding it to their instructional range.

In terms of social inclusion, theatre / gestural movement applied to teaching, is even more appreciated and apprehended in a fun way. It can promote access to education to those who do not have a sufficient development to confront difficult and austere educational learning levels. We also speaking about the fight against illiteracy. For people in an expat situation, for migrants, it is a quicker and socially very effective way for successful integration. Learn a language through gesture, through sketches and scenarios, also promotes cultural exchange: implementing situations in a local context, by seeking their equivalent in the country of origin of the learner, by Parallels of lifestyle in respect for individual differences. Play together and learn together, is to encourage openness to one another, one of the effects of this method, certainly one of the more positive.